School KINOGUITAN CENTRAL SCHOOL
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write for the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
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Teaching Dates and Time
Monday
Identify informational text types
Analyzes text types to
effectively understand
information/messages
Curriculum Guide
EN5LC –II.b-3.19
Identifying informational text
types
Quarter 2, Week 2, pp
Quarter 2, Week 2, pp
Grade Level
August 29-September 2, 2016/8:00-8:50, 8:50:9:40 A.M.
Tuesday
Give precise information on a
given topic
Orally communicates
information, opinions, and ideas
effectively to different audience
using a variety of literary
activities
Curriculum Guide
EN5OL –II.b-1.25
Giving precise information in a
given topic
Quarter 2, Week 2, pp
Quarter 2, Week 2, pp
FIVE
Wednesday
Identify different meanings of
content specific words
(denotation and connotation)
(Science)
Use strategies to decode
correctly the meaning of words
in isolation and in context.
Curriculum Guide
EN5V –II.b-20.2.1
Identifying different meanings
of content specific words
(denotation and connotation)
Science
Quarter 2, Week 2, pp
Quarter 2, Week 2, pp
Learning Area ENGLISH
Quarter
Thursday
Use card catalog to locate
resources
Use a variety of research
strategies to effectively write a
variety of texts for various
audiences and purposes
Curriculum Guide
EN5SS –II.b-1.5.3
Using card catalog to locate
resources
Quarter 2, Week 2, pp
Quarter 2, Week 2, pp
SECOND
Friday
1.Write paragraphs showing
cause and effect
2.Compose clear and coherent
sentences using appropriate
grammatical structures subject-
verb agreement
Draft text using appropriate text
types for a variety of audience
and purposes
Curriculum Guide
EN5WG –II.b-2.2.5; EN5G- IIa-
3.9
Writing paragraphs showing
cause and effect
Quarter 2, Week 2, pp
Quarter 2, Week 2, pp
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
What are the ideas/images in
the media that are explicitly
used to influence the viewers
Ask: What is text structure?
How can information help
us to understand what we are
reading?
Explain to the students that they
are going to examine how
informational text is organized
and used to present different
structures and show students
examples of each.
Ask students to work with a
partner to create a definition of
an assigned text structure. They
will be given a variety of books
and share their definition with
the class
Let partners share their
definitions with the class and
show an assigned text structure.
They will be given a variety of
books and share their definition
with the class.
-The class will play “Advance
Game”. Each group will be given
small banners with signal words
written on it. The leader will
hold and raise it once the
teacher asked for the answer.
How do we identify
informational text types
Group the pupils into four
groups. Give each group a three
set of words. Ask them to write
the synonym and antonym of
the words in a manila paper.
Read the following words orally.
1. Strange
2. Alternate
3. Articulate
4. Magnetic
5. Entrepreneur
Ask: How do you think we could
define the following words?
What could we use to define the
words?
The teacher will then discuss
what is the difference between
denotation and connotation
Say: Going back to the selection,
you will now look for the key
sentence, supporting details and
main idea in each paragraph
(carousel)
Ask: How will you give
information on a certain topic?
Shows different pictures in the
class (eg.house)
Group the class into two. Let the
first class identify the meaning
of the word while the other
group must give their own
meaning about the pictures.
Today, we are going to discuss
about the connotation and
denotation of the words in
Science. Based on the game that
we have,we simply identify the
difference of the two.
Teacher will divide the group
into four. Give manila paper and
pictures. Let them post the
pictures on it and make a
column for connotation and
denotation.
Denotation- the dictionary
meaning of a word or the literal
meaning of a word.
Connotation- the emotional or
cultural meaning attached to a
word
Write the following sentence in
the inverted order.
Identify which of the words is a
connotation and which is a
denotation
Ask: if you want to borrow
books, where would you go?
What do you use to borrow
books from the library?
Show pupils a picture of a card
catalog. Explain what it is and
how it is used.
Show samples of cards in the
card catalog such as subject and
author card and title card.
Ask: Where do we see the card
catalog?
What information is indicated in
the card catalog?
Ask: Should we pull the cards
out of the category?
The class will be divided into
two groups.
Say: I have here an outline.
Group 1 will make a paragraph
based on the first part of the
outline while Group 2 will works
Ask: What is the use of a card
catalog?
What are the kinds of a
card catalog?
Group the pupils into four
groups and in a manila paper,
have themlisted as many verbs
they can think of. The teacher
the winner a prize.
Say, “Today we are going to
learn about subject-verb
agreement. Write sentences
following the rules on subject-
verb agreement.”
“We will also study about cause
and effect. You must be able
identify which part of the
sentence is the cause and effect.
Show them a chart of examples
of subject-verb agreement.
Have pupils read and practice
Activity on “Try and Learn.”
The class will be divided into
four. Each group should give
new name of the product to
endorse. A representative from
each group must explain the
ideas used to influence the
 in the second part of the viewers.
outline. Your outputs will be
combined to form a two-
paragraph composition.

G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
-Ask pupils the steps in washing
clothes
What are signal words?
What words are used to signal
the sequence or step-by-step
direction?
Each group will roam around
the room and see the posted
Manila papers with selections.
Each selection will ask for either
the key sentence.
How will you identify the key
sentence, main idea and
supporting details in a
paragraph/selection?
Compose coherent sentences is
inverted order using the given
verbs that agree with the
subjects in each item which
comes first in the inverted order
of the sentence.
Give an example.
How is outlining a two-
paragraph composition done?
The teacher will present
advertisement, and then the
pupils will determine the ideas
used to influence the viewers.
What are the ideas/images in
the media that are explicitly
used to influence the viewers?

I. Evaluating learning
Fill in the blank whether the
correct signal words to
determine the correct sequence
in preparing a peanut butter
sandwich.
Give the key sentence Compose coherent sentences in Form a two-paragraph The teacher will present
supporting details and main the inverted order using the composition using the following advertisement then the pupils
idea of the selection. given (phrase below) outline. will determine the ideas used to
influence the viewers.

J. Additional activities for
application or remediation
What are the steps in cooking
rice?
Complete the process by
supplying the missing steps.
Read the following selections.
Then, identify what is asked in
each item by choosing the letter
of the correct answer from the
given answers.
Write the following sentences in
inverted order.
1. My favorite hobby is
reading myths and
tales.
Write a two-paragraph Choose at least three TV
composition about your favorite commercials and determine if it
sports. is stereotype, point of view, or
propaganda.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%.
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use./discover which I
wish to share with other teachers?

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